UNIT 4: Identification of Special Educational Needs

Size: px
Start display at page:

Download "UNIT 4: Identification of Special Educational Needs"

Transcription

1 UNIT 4: Identification of Special Educational Needs What the SEND Code of Practice says: The Code of Practice makes clear the benefits of early identification of additional needs and making effective provision to improve the long-term outcomes for children and young people. A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age. (SEND Code of Practice, page 94) All schools and settings should have a clear approach to identifying and responding to special educational needs, embedding the process of Access, Plan, Do, Review in classroom/setting practice. Care should be taken when assessing the needs of children and young people whose first language is not English, and with younger children who have not had access to good preschool learning opportunities. Early identification of SEN in Early Years The requirements for identification of SEN for children 0 5 years are set out in the EYFS framework. The Early years outcomes helps early year s practitioners, and others to know what outcomes for the child they should be working towards. The Code emphasises the importance of parental involvement in assessing the needs of the child, and listening to the parents descriptions of how their child presents in different situations. Some children are identified as having developmental, sensory and/or physical needs from birth and are more likely to have special educational needs. If a Health professional thinks that a child under compulsory school age has, will have, or is likely to have special educational needs, they must inform the parents and must also give parents the opportunity to discuss their professional opinion and let the parents know about any voluntary organisations who could offer support and advice. For children under compulsory school age, The Health professional must also notify the local authority of their professional opinion that the child does or is likely to have special educational needs.

2 Identification of SEN in schools The Code emphasises the importance of all those who work with children and young people being alert to emerging difficulties and respond early on with appropriate interventions. Schools should assess each pupil s current skills and levels of attainment on entry, building on information from previous settings and key stages where appropriate (SEND Code of Practice, page 95). Schools should also consider the evidence that a pupil may have a disability under the Equality Act 2010 and, if so, the reasonable adjustments which may need to be made for them. Schools should have whole-school systems in place for tracking and reporting on the academic progress of all pupils. There should be clear expectations for progress of all pupils which is shared in a meaningful way with the pupils and parents. Many schools will also formally assess and track pupils participation and well-being using such programmes as PASS or locally developed programmes. As soon as an area of difficulty is noted, high quality teaching should be targeted at this area, e.g. phonic work or social skills. Experiencing difficulties does not necessarily mean that the child or young person has SEN. There are many reasons why they may have fallen behind their peers. They may have had disrupted education due to illness, or other reasons for absence; they may have experienced poor teaching at an earlier stage of education. For pupils whose first language is not English, care should be taken when assessing progress as lack of progress could be due to a language barrier. For further information on supporting English as an additional language please contact CREDS on or creds@cambridgeshire.gov.uk Pupils progress may also be affected by bullying; bereavement; difficulties at home, e.g. poor housing; domestic abuse; drug and alcohol related problems or may have had a lack of pre-school play and learning opportunities. The Code of Practice makes it clear that persistent disruptive or withdrawn behaviours do not necessarily mean that a child or young person has SEN. Where there are concerns, there should be an assessment to determine whether there are any causal factors such as undiagnosed learning difficulties, difficulties with communication or mental health issues or it may be that housing, family or other domestic circumstances may be contributing to the presenting behaviour.in such circumstances, the Family Common Assessment Framework (FCAF) should be completed by the school and discussed with the Locality Team. Where progress continues to be less than expected despite high quality teaching and targeted support the class or subject teacher, working with the SENCO, will consider whether the child has SEN. They will informally gather evidence (including the views of the pupil and their parents) and observe the child in class and around the school. They will use SEN checklists and guidance documents to assist in the identification of needs and the strategies that need to be put in place. Below are some of the resources schools frequently use to help with the identification of need: Speech and Language Descriptors Social Communication Descriptors Strengths and Difficulties Questionnaire (SDQ) Sensory Audit

3 Boxall Profile The Code of Practice identifies four broad areas that give an overview of the range of needs that should be planned for. Communication and interaction Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives. Children and young people with ASD, including Asperger s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others. Cognition and learning Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia. Social, emotional and mental health difficulties Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder. Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils. The Department for Education publishes guidance on managing pupils mental health and behaviour difficulties in schools. Sensory and/or physical needs 6.34 Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties. Information on how to provide services for deafblind children and young people is available through the Social Care for Deafblind Children and Adults guidance published by the Department of Health. Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.

4 The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category. In reality, individual children or young people often have needs that cut across all these areas and their needs may change over time. It is important that once this information is gathered that it is communicated in a way that the child and parents or young person wants. This needs to be discussed and agreed. A variety of communication passports and learning profiles are included in the appendix to this section. SEND Services (Educational Psychologist, Specialist Teachers, Sensory Services Team and Early Years teams for SEN) offer consultation with schools and settings to advise them on early identification of SEN and effective support and interventions. A school should always involve a specialist where a pupil continues to make little or no progress or where they continue to work at levels substantially below those expected of pupils of a similar age despite evidence-based SEN support delivered by appropriately trained staff. Assess, Plan, Do, Review For children and young people who have been identified by schools and settings as having Special Educational Needs and Disability (SEND), they will be placed on SEN Support (this replaces the previous categories of School Action and School Action Plus). Parents must be informed if a school or setting is making special educational provision for a child or young person. A four-part cycle of Assess, Plan, Do, and Review will be started. The parent and the child or young person, are central to all decision making in this cycle. Earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil s needs and of what supports the pupil in making good progress and securing good outcomes. This is known as the graduated approach. It draws on more detailed approaches, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children and young people. Assess Plan Participation of the child or young person and their parent/carer Review Do.

5 What does provision at SEND Support look like? There are seven main elements of SEND Support that parents can reasonably expect any school or setting to provide. Some are part of the universal support that should be available for all children and young people and should be continued when SEN is identified. When considering whether an Education Health and Care (EHC) Needs Assessment is appropriate it is important to first check the quality of SEN Support in each of the seven elements. The seven elements are: 1. Partnership work with parents/carers to plan and review provision. 2. Involvement of the children/young person in making decisions that affect them and the promotion of independence. 3. Adaptations to teaching, learning and the environment to enable access. 4. High Quality Teaching from the class/subject teachers. 5. Early identification of SEN with the use of SEND checklists (descriptors) to identify needs and actions. 6. Implementation of time-limited SEND interventions linked to outcomes (what the child or young person wants to achieve). The impact of these will be tracked over time with robust monitoring arrangements in place. 7. A workforce with a knowledge and understanding of SEND with a programme of continuing professional development for the school or setting. Most children and young people with SEND will have their needs met fully through SEND Support. A small percentage of these children and young people will have significant and complex SEND and will require an Education, Health and Care (EHC) Assessment and Plan with a highly personalised package of support across services. The SEND pathway is represented in the diagram below:

6 Involvement of the child or young person in decision making Adaptations to teaching, learning and the environment o enable access Partnership work with parents to plan and review progress Provision at SEND Support Quality First Teaching from class and subject teachers Implementation and monitoring of SEND interventions. Use of SEND checklists to identify needs and actions Staff with a knowledge and understanding of SEND Are needs being met? Yes No Continue with SEND Support until the child or young person is making progress without additional support Request consultation with SEND Services. Make adaptations to SEND offer in school as recommended Are needs being met? Yes Continue with SEND Support until the child or young person is making progress in line with peers No School or setting makes a request for involvement from a single agency or (where input from more than one specialist is required) start a Family Common Assessment framework (FCAF). If the school or setting can provide on-going evidence of SEND Support and thresholds of need are met, the following will happen: Professionals (including the school or setting) are identified to explore the needs of the child or young person and family. They work together with parents and young person, to create a tailored plan. Actions are planned, implemented and reviewed together Assessments are carried out where appropriate. Are needs being met? Yes No Close FCAF but continue with SEND Support Parents, child or young person and professionals involved with the family to work together on an Education, Health and Care (EHC) assessment

7 Workforce development to support children and young people with SEND Schools, colleges and early years providers who wish to improve the knowledge and skills of staff in relation to specific conditions can access information, advice and training materials from a range of sources. NASEN provides an SEN Gateway that enables access to a broad range of materials and support services across the range of SEN ( The Excellence gateway provides access to resources to support professional development in the FE and Skills sector ( Early Support provides a range of information materials to families and professionals ( The following organisations provide advice, information and training on specific impairments: The Autism Education Trust for children and young people on the Autism Spectrum ( Cambridgeshire County Council is the training provider for the Eastern Regions. For more information on training opportunities please contact autism.training@cambridgeshire.gov.uk The Communications Trust for speech, language and communication difficulties The Dyslexia SpLD Trust on dyslexia and literacy difficulties ( The National Sensory Impairment Partnership for vision impairment, hearing impairment and multi-sensory impairment ( MindEd ( is an e-learning portal aimed at supporting all adults working with children and young people. It provides simple, clear guidance on children and young people's mental health, wellbeing and development. Identification of SEN in post 16 The majority of learners at post 16 with special educational needs would have been identified prior to them attending FE college or sixth form. For a few young people who transfer to an FE college or sixth form, their additional needs only become apparent when they have started their programme of study. This can be for a variety of reasons and they may have had good strategies in place that have enabled them to cope with curriculum and social demands up to this point. In a very few cases, they may have had an illness or injury which has impacted on their functioning resulting in the need for additional support and adaptations to access the college programme. The Code emphasises the need to Assess, Plan, Do, Review and the risks of over identifying SEN: Students who fell behind at school, or who are studying below level 2, should have their needs identified and appropriate support should be provided. It should not be assumed that they have SEN just because

8 they have lower attainment levels than the majority of their peers. They may do, but this should be identified specifically and supported. Equally it should not be assumed that students working on higher level courses do not have any learning difficulty or disability that may need special educational provision. (SEND Code of Practice, page 114)

9 Special Educational Needs Support (SEN Support) Nine steps Monitoring for SEND SEND Support 9.Sustain a flexible Graduated Approach to 'Assess, Plan, Do, Review' responding to changing needs until needs can be met with Universal and Targeted Support alone 1.Track progress of all children/ young people in the school/setting 2. Ensure that Universal Support is consistently in place for the child/young person 8. Ensure Specialist Interventions are implemented with pre and post measurements of impact 7. Establish effective communication systems for the child's SEND strengths and needs across the school/setting and with home. Keep up to date. 6. Place on SEN Support and start a cycle of 'Assess, Plan, Do, Review' Partnership work with parents/carers children and young people building on strengths and having high aspirations 5.Screen for SEN (or new SEN) and gather a profile using information Ensure the workforce in contact with the child/young person is trained in the recognition of their needs and is removing any barriers to learning 4.Ensure Targeted Interventions are considered and implemented where appropriate If expected progress is being achieved with Universal and Targeted support return to step 1 If previously on SEN Support, take off. SEN support can be reinstated again if needed

10 What is SEN Support? Special Educational Needs Support or SEN Support is the name given to the support that must be made available for some children and young people by the professionals with whom they are in contact, such as those in early years placements, schools, or Further Education (schools and settings). These children and young people have needs that require support that is additional or different to that would usually be available to other children or young people their age. The term was introduced Children and Families Act (2014) and the Special Educational Needs and Disability (SEND) Code of Practice (2014) Although these children and young people do not have, or necessarily need, Education Health and Care plans there are clear expectations around SEN Support that must be in place. Refer to the SEN Support Nine Steps diagram (above) Identifying and responding to SEN 1. Track progress of all children/ young people in the school/setting Schools and other educational settings should have a whole school/setting tracking system in place to monitor the progress of all children and young people. This will usually include: Academic progress (including literacy and numeracy) Wider life skills (including communication, social and emotional skills etc.) When children and young people are not making expected progress the reasons should be investigated. 2. Ensure that Universal Provision is consistently in place The provision that is available to all children in nurseries, schools and further education is called universal provision. Schools and other educational settings are required to create a teaching and learning environment that enables all children and young people to access learning, participate fully in the life of the school and community and develop the wider skills needed to for adult life. High quality teaching is expected in all schools and educational settings. High quality teaching is important for all children and young people but it is essential for those with additional and special educational needs. High quality teaching can be recognised by: Highly focused lesson design with sharp objectives;

11 High demands of pupil involvement and engagement with their learning; High levels of interaction for all children/young people; Appropriate use of teacher questioning, modelling and explaining; An emphasis on learning through dialogue, with regular opportunities for children/young people to talk both individually and in groups; An expectation that children/young people will accept responsibility for their own learning and work independently; Regular use of encouragement and authentic praise to engage and motivate children/young people. At universal level all schools and settings are expected to be inclusive and remove barriers to learning. They must make adaptations to ensure all children and young people find learning accessible. The Department of Education (DfE) The Equality Act: Advice and Guidance for Schools clearly sets out these requirements. Some of the adaptations schools need to consider are: Auxiliary Aids for disabled children and young people such as hearing loops, adaptive keyboards, and special software Teaching and social environments that are adapted for physical access Adaptations relating to sensory stimuli in the environment in response to individual sensory audits Visual instructions and timetables Accessible and relevant displays Hands-on concrete resources Conversation prompt cards for activities ICT support for learning 3. Ensure the workforce in contact with the child/young person is trained and confident in the recognition and support of SEND Below are some recommendations for SEND awareness training for all staff in schools and settings: Autism Education Trust (AET) programme Level 1 Inclusion Development Programme e-learning (Speech Language and Communication; Autism; Dyslexia) Team Teach De-Escalation Level 1 or PROACT-SCIPr MindEd e-learning portal Further information can be found in the Integrated Offers on the Cambridgeshire local offer webpages. The Integrated Offers explain the different categories of special educational needs and set out what can be reasonably expected from providers working with children and young people 0-

12 25 years and into adulthood. There are currently six in total covering the areas of speech and language; communication; learning, social, emotional and mental health; and sensory impairments They are interlinked as children and young people do not fit into boxes and may have needs from more than one area. 4. Ensure targeted interventions are considered and implemented where appropriate Sometimes children and young people do not make expected developmental or learning progress despite high quality universal provision from the school or setting. These children may not have Special Educational Needs (SEN) but, for a range of reasons, are performing at a level a little below their peers. These children and young people may not necessarily have SEN. There may be other reasons why they have fallen behind their peers e.g. extended absence, difficulties as home such as poor housing, domestic abuse, drug and alcohol related problems, bereavement; bullying or lack of pre-school and learning opportunities. With appropriate input they should be expected to catch up in time. In some situations it will be appropriate to seek wider support for the family. If so, a Family Common Assessment Framework (FCAF) should be made. The school will check that high quality universal provision is consistently in place. They will then consider catch-up action. Catch up action (targeted provision) is usually over a limited period of time, but may be revisited in stepped stages. It is important that the catch up action addresses a specific outcome for the child or young person; is time-limited; and that before and after measurements are taken to check that the action has been effective and that the child is making progress. Some schools are using their Pupil Premium funding to buy nationally recognised programmes such as Talk Boost, a language intervention programme that has been shown to help children with language delay catch up with their peers. 5. Screen for SEN and gather a personal profile A small number of children with more severe, complex and probably life enduring needs will require additional specialised support. These children are likely to have Special Educational Needs and Disability (SEND)

13 A child or young adult is said to have special educational needs if they require provision that is additional to or different from that available to others of a similar age despite high quality teaching and support that is differentiated and personalised. Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. If it is suspected that a child or young person has (or may have) special educational needs then the parents and child or young person will be invited by school or setting to meet to share thoughts on aspirations and the child s strengths and areas of difficulties in different situations. Alternatively parents or a young person with concerns can approach any of the professional with whom they are in contact. To support with identification of need and response, the local authority has published a booklet, Recommended Assessment for Schools. This can be found at The SEND Code of Practice 0-25 sets out four areas of SEN: Communicating and interacting for example, where children and young people have speech, language and communication difficulties which make it difficult for them to make sense of language or to understand how to communicate effectively and appropriately with others. Cognition and learning for example, where children and young people learn at a slower pace than others their age, have difficulty in understanding parts of the curriculum, have difficulties with organisation and memory skills, or have a specific difficulty affecting one particular part of their learning performance such as in literacy or numeracy. Sensory and/or physical needs for example, children and young people with visual and/or hearing impairments, or a physical need that means they must have additional ongoing support and equipment. Social, emotional and mental health difficulties for example, where children and young people have difficulty in managing their relationships with other people, are withdrawn, or if they behave in ways that may hinder their and other children s learning, or that have an impact on their health and wellbeing. It is important to note that some children and young people may have needs that covers more than one of these areas. 6. Place on SEN Support and start a cycle of 'Assess, Plan, Do, Review' If a child or young person will need provision additional or different to that which is available to their peers then they will be placed on SEN Support. A cycle of Assess, Plan, Do, and Review will be started.

14 Decision will be made together with the child or young person and the parent carer and actions agreed. The length and regularity of the cycle depends on the needs of the child and family or young person at the time. This is called the graduated approach in the SEND Code of Practice 0-25 (2014). Children and young people and their parent carers will be central to this cycle. Assess: The child or young person s difficulties must be assessed so that the right support is provided at the right time. This should include, asking parents, the young person and professionals such as the class or subject teacher who work closely with the child or young person what they think. This needs to be reviewed regularly so that the support provided continues to meet the child or young person s needs. Plan: The school or setting and parents need to agree the outcomes that the SEN support is intended to achieve: in other words, how the child or young person will benefit from any support they get. All those involved will need to have a say in deciding what kind of support will be provided, and decide a date by which they will review this so that they can check to see how well the support is working and whether the outcomes have been or are being achieved. Do: The school or setting will put the planned support into place. Parent carers may also have support and strategies that they can use at home. The teacher remains responsible for working with the child on a daily basis, but the SENCO and any support staff or specialist teaching staff involved in providing support should work closely to track the child s progress and check that the support is being effective. Review: The support the child or young person receives should be reviewed at the time agreed in the plan. Together, schools/ setting and parent/ young person can decide if the support is having a positive impact, whether the outcomes have been, or are being, achieved and if or how any changes should be made. 7. Establish effective communication systems and keep up to date A school wide system for sharing SEN information with home, staff workforce and child should be adopted e.g. s, communication booklets; phone calls; regular meetings as necessary. 8. Ensure specialist interventions are implemented with pre and post measurements of impact Specialist provision is determined by the child s individual needs. It may be delivered one to one or as part of a group with children with similar needs. It is not necessarily continuous. There may be breaks in which the impact is reviewed before another period of support.

15 The adaptations and support expected at universal level will continue when children at SEN Support receive specialist support All schools and settings can offer some types of specialist action (provision). Sometimes schools cluster together to share knowledge, expertise and delivery of specialist programmes. Specialist provision is usually given over a limited period of time, but may be revisited in stepped stages. Information on evidence-based actions (targeted and specialist) that schools and settings can use can be found in the local authority resource booklet Improving Outcomes for Children and with Additional Needs. This can be found at It is important that actions address a specific outcome for the child; are time-limited; and that before and after measurements are taken to check that the actions have been effective and that the child is making progress. Further Support and Guidance The local authority SEND Specialist Services offer consultation to schools and settings around the identification and support of special educational needs. For more information on their core and traded training offer please see chology_service_ceps 9. Adopt a Graduated Approach The cycle of Assess, Plan, Do, Review should continue in a graduated and flexible way in response to changing needs. Independence and self-efficacy should be encouraged. When the child or young person can achieve their desired outcomes without substantial reliance on support that is different or additional to that which is being offered to most children and young people in the school or setting (Universal Support) they can be taken off SEN Support. When this is the case, the child or young person should no longer be considered to have special educational needs. If however, new educational needs emerge at a later stage the cycle can be revisited and the child or young person, once again placed on SEN Support. The 7 elements of high quality SEN Support

16 7. Delivery and monitoring of evidence based SEND interventions 1. Partnership work with parents /carers 6. Promotion of high aspirations and the identification of personalised actions to achieve them Improving Outcomes 2. Participation of the child/young person in decision making and the promotion of independence 5. High quality teaching 4. Adaptations to teaching and learning and the environment to remove barriers to learning 3. Workforce with a knowledge and understanding of SEND

Special Educational Needs and Disability (SEND) Policy. November 2016

Special Educational Needs and Disability (SEND) Policy. November 2016 Special Educational Needs and Disability (SEND) Policy November 2016 This Policy complies with the statutory requirement laid out in the SEND Code of Practice 0 25 (January 2015) and has been written with

More information

Special Educational Needs & Disabilities (SEND) Policy

Special Educational Needs & Disabilities (SEND) Policy Thamesmead School Special Educational Needs & Disabilities (SEND) Policy 2016-2017 Person Responsible Governors Committee Review Period P.Rodin Standards & Performance Annually Date of Review July 2016

More information

Reviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND

Reviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND Reviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND Bewdley Primary School is committed to safeguarding and promoting the welfare of children and young people and expects

More information

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Drayton Infant School Drayton CE Junior School Ghost Hill Infant School & Nursery Nightingale First School Taverham VC CE

More information

5 Early years providers

5 Early years providers 5 Early years providers What this chapter covers This chapter explains the action early years providers should take to meet their duties in relation to identifying and supporting all children with special

More information

Code of Practice for. Disabilities. (eyfs & KS1.2)

Code of Practice for. Disabilities. (eyfs & KS1.2) La Scuola Italiana a Londra Code of Practice for Special Educational Needs and Learning Difficulties and Disabilities (eyfs & KS1.2) Last Reviewed December 2015 Date of next review December 2016 La Scuola

More information

SEN INFORMATION REPORT

SEN INFORMATION REPORT SEN INFORMATION REPORT Kinds of special educational needs Hinchingbrooke is an Academy school. We have the provision to meet the needs of students with moderate learning difficulties, dyslexia and dyspraxia,

More information

Special Education Needs & Disability (SEND) Policy

Special Education Needs & Disability (SEND) Policy Document No. PP8 Issue No. 12 Issue Date: 2017-06-27 Renewal Date: 2018-06-27 Originator: Chris Bailey Responsibility: Assistant Principal 1. Introduction Special Education Needs & Disability (SEND) Policy

More information

Special Educational Needs and Disability (SEND) Policy

Special Educational Needs and Disability (SEND) Policy Special Educational Needs and Disability (SEND) Policy Policy Date: March 2017 Renewal Date: March 2018 Owner: Daniela Pinger, SENCO Special Educational Needs and Disability (SEND) Policy 1. Ethos and

More information

Special Educational Needs School Information Report

Special Educational Needs School Information Report Special Educational Needs School Information Report At Holy Trinity Primary School we strive to support all children to enable them to achieve at school. In order to do this many steps are taken to support

More information

Special Educational Needs and Disabilities

Special Educational Needs and Disabilities Special Educational Needs and Disabilities Guru Nanak Sikh Academy- Secondary Phase Welcome to Guru Nanak Sikh Academy (GNSA) Special Educational Needs and Disabilities (SEND) information report page.

More information

Milton Keynes Schools Speech and Language Therapy Service. Central and North West London NHS Foundation Trust. Additional support for schools

Milton Keynes Schools Speech and Language Therapy Service. Central and North West London NHS Foundation Trust. Additional support for schools 1 Milton Keynes Schools Speech and Language Therapy Service Central and North West London NHS Foundation Trust Additional support for schools 2 Overview Many schools are now reporting an increase in the

More information

Special Educational Needs Policy (including Disability)

Special Educational Needs Policy (including Disability) Special Educational Needs Policy (including Disability) To be reviewed annually Chair of Governors, Lyn Schlich Signed January 2017 East Preston Infant School SPECIAL EDUCATION NEEDS [SEN] POLICY CONTENTS

More information

Bramcote Hills Primary School Special Educational Needs and Disability Policy (SEND) Inclusion Manager: Miss Susan Clarke

Bramcote Hills Primary School Special Educational Needs and Disability Policy (SEND) Inclusion Manager: Miss Susan Clarke Bramcote Hills Primary School Special Educational Needs and Disability Policy (SEND) Inclusion Manager: Miss Susan Clarke Adopted: January 2017 Review date: Spring 18 Contents: 1 Introduction: New legislation,

More information

Pentyrch Primary School Ysgol Gynradd Pentyrch

Pentyrch Primary School Ysgol Gynradd Pentyrch Pentyrch Primary School Ysgol Gynradd Pentyrch Learning and Growing Together Dysgu a Thyfa Gyda n Gilydd Special Educational Needs Policy Updated: March 2017 2016 2017 1 SPECIAL EDUCATIONAL NEEDS POLICY

More information

You said we did. Report on improvements being made to Children s and Adolescent Mental Health Services. December 2014

You said we did. Report on improvements being made to Children s and Adolescent Mental Health Services. December 2014 You said we did Report on improvements being made to Children s and Adolescent Mental Health Services December 2014 Bracknell and Ascot Clinical Commissioning Group Newbury and Community Clinical Commissioning

More information

Services for Children and Young People

Services for Children and Young People Services for Children and Young People Learning Difficulties and Disabilities Team TITLE: Services for Young People s Preparing for Adulthood Strategy for Young People with High Needs (14-25) PUBLICATION

More information

MERTON COUNCIL. SEN Support

MERTON COUNCIL. SEN Support MERTON COUNCIL SEN Support Support for children and young people with Special Educational Needs (SEN) in maintained schools, colleges and Early Years settings Information for parents www.merton.gov.uk

More information

Knowle DGE Learning Centre. PSHE Policy

Knowle DGE Learning Centre. PSHE Policy Knowle DGE Learning Centre PSHE Policy Knowle DGE Learning Centre PSHE POLICY Our Mission Staff and Governors of the Learning Centre believe that young people at Knowle DGE will DISCOVER new learning opportunities

More information

Classroom Teacher Primary Setting Job Description

Classroom Teacher Primary Setting Job Description Classroom Teacher Primary Setting Job Description Christian Ethos To work with the Headteacher and colleagues to create, inspire and embody the Christian ethos and culture of this Church Academy, securing

More information

SEND INFORMATION REPORT

SEND INFORMATION REPORT SEND INFORMATION REPORT The application of this policy and procedure ensures that no employee receives less favourable treatment on grounds of sex, trans-gender status, sexual orientation, religion or

More information

SEN SUPPORT ACTION PLAN Page 1 of 13 Read Schools to include all settings where appropriate.

SEN SUPPORT ACTION PLAN Page 1 of 13 Read Schools to include all settings where appropriate. SEN SUPPORT ACTION PLAN -18 Page 1 of 13 Read Schools to include all settings where appropriate. The AIM of this action plan is that SEN children achieve their best possible outcomes. Target: to narrow

More information

Hitchin Girls School. Special Educational Needs & Disabilities (SEND) Policy

Hitchin Girls School. Special Educational Needs & Disabilities (SEND) Policy Hitchin Girls School Special Educational Needs & Disabilities (SEND) Policy Date: December 2016 Approved By Governing Body: 6 December 2016 This is a Statutory Policy required by all Academies under the

More information

Local offer aspect. a) General information. Admission arrangements to schools, settings or FE Colleges

Local offer aspect. a) General information. Admission arrangements to schools, settings or FE Colleges Local offer aspect a) General information Admission arrangements to schools, settings or FE Colleges Provision In accordance with Regulations, the Academy Trust of Freebrough Academy has determined the

More information

Horizon Community College SEND Policy. Amended: June 2017 Ratified: July 2017

Horizon Community College SEND Policy. Amended: June 2017 Ratified: July 2017 Horizon Community College SEND Policy Amended: June 2017 Ratified: July 2017 1 SEND POLICY C O N T E N T S Section 1 Mission Statement 3 Section 2 Objectives 4 Section 3 Identifying Special Educational

More information

Approval Authority: Approval Date: September Support for Children and Young People

Approval Authority: Approval Date: September Support for Children and Young People Document Title: Pupil Premium Policy Purpose: To set out the principles of the Pupil Premium Award, how it is received and how it has been spent in the last year and to evaluate the impact Summary: The

More information

Reviewed by Florina Erbeli

Reviewed by Florina Erbeli reviews c e p s Journal Vol.2 N o 3 Year 2012 181 Kormos, J. and Smith, A. M. (2012). Teaching Languages to Students with Specific Learning Differences. Bristol: Multilingual Matters. 232 p., ISBN 978-1-84769-620-5.

More information

School Experience Reflective Portfolio

School Experience Reflective Portfolio School Experience Reflective Portfolio Primary PGCE Name Year of Entry Organisation of the Reflective Portfolio You will continue to make contributions to the RP throughout all 3 School Experiences. Set

More information

Multi-sensory Language Teaching. Seamless Intervention with Quality First Teaching for Phonics, Reading and Spelling

Multi-sensory Language Teaching. Seamless Intervention with Quality First Teaching for Phonics, Reading and Spelling Zena Martin BA(Hons), PGCE, NPQH, PG Cert (SpLD) Educational Consultancy and Training Multi-sensory Language Teaching Seamless Intervention with Quality First Teaching for Phonics, Reading and Spelling

More information

PUPIL PREMIUM POLICY

PUPIL PREMIUM POLICY PUPIL PREMIUM POLICY 2017-2018 Reviewed September 2017 1 CONTENTS 1. OUR ACADEMY 2. THE PUPIL PREMIUM 3. PURPOSE OF THE PUPIL PREMIUM POLICY 4. HOW WE WILL MAKE DECISIONS REGARDING THE USE OF THE PUPIL

More information

LITERACY ACROSS THE CURRICULUM POLICY

LITERACY ACROSS THE CURRICULUM POLICY "Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding." QCA Use of Language across the Curriculum "Thomas Estley Community

More information

STAFF DEVELOPMENT in SPECIAL EDUCATION

STAFF DEVELOPMENT in SPECIAL EDUCATION STAFF DEVELOPMENT in SPECIAL EDUCATION Factors Affecting Curriculum for Students with Special Needs AASEP s Staff Development Course FACTORS AFFECTING CURRICULUM Copyright AASEP (2006) 1 of 10 After taking

More information

Greek Teachers Attitudes toward the Inclusion of Students with Special Educational Needs

Greek Teachers Attitudes toward the Inclusion of Students with Special Educational Needs American Journal of Educational Research, 2014, Vol. 2, No. 4, 208-218 Available online at http://pubs.sciepub.com/education/2/4/6 Science and Education Publishing DOI:10.12691/education-2-4-6 Greek Teachers

More information

WOODBRIDGE HIGH SCHOOL

WOODBRIDGE HIGH SCHOOL WOODBRIDGE HIGH SCHOOL EXAM POLICY 2017-2018 The 11-19 Exam Policy The purpose of this exam policy is: to ensure the planning and management of exams is conducted efficiently and in the best interest of

More information

Version Number 3 Date of Issue 30/06/2009 Latest Revision 11/12/2015 All Staff in NAS schools, NAS IT Dept Head of Operations - Education

Version Number 3 Date of Issue 30/06/2009 Latest Revision 11/12/2015 All Staff in NAS schools, NAS IT Dept Head of Operations - Education Schools E-Safety Policy Document Title Schools E-Safety Policy Reference Number Version Number 3 Date of Issue 30/06/2009 Latest Revision 11/12/2015 Distribution All Staff in NAS schools, NAS IT Dept Owner

More information

Alcohol and Other Drug Education Programmes GUIDE FOR SCHOOLS

Alcohol and Other Drug Education Programmes GUIDE FOR SCHOOLS Alcohol and Other Drug Education Programmes GUIDE FOR SCHOOLS DECEMBER 2014 Published in 2014 by the Ministry of Education Enquiries should be made to the Curriculum Teaching and Learning Group Ministry

More information

Thameside Primary School Rationale for Assessment against the National Curriculum

Thameside Primary School Rationale for Assessment against the National Curriculum Thameside Primary School Rationale for Assessment against the National Curriculum We are a rights respecting school: Article 28: (Right to education): All children have the right to a primary education.

More information

Exclusions Policy. Policy reviewed: May 2016 Policy review date: May OAT Model Policy

Exclusions Policy. Policy reviewed: May 2016 Policy review date: May OAT Model Policy Exclusions Policy Policy reviewed: May 2016 Policy review date: May 2018 OAT Model Policy 1 Contents Action to be invoked by Senior Staff in Serious Disciplinary Matters 1. When a serious incident occurs,

More information

Cottesmore St Mary Catholic Primary School Pupil premium strategy

Cottesmore St Mary Catholic Primary School Pupil premium strategy 1. Summary information School Cottesmore St Mary Catholic Primary School Pupil premium strategy 2017-2018 Cottesmore St Mary Catholic Primary School Academic Year 2017/18 Total PP budget 57,920 Date of

More information

Coast Academies. SEND Policy

Coast Academies. SEND Policy Coast Academies SEND Policy Key contacts for Coast Academies SENDCO s SEND Support Assistants Designated Academy Council Member Deb Mawbey (Assistant Head) Eden Park and Preston Philippa Roderick, Cockington

More information

OFSTED LIKED US! The recent Ofsted inspection of Wolverhampton LEA has made a judgement that: HAPPY 10th BIRTHDAY!

OFSTED LIKED US! The recent Ofsted inspection of Wolverhampton LEA has made a judgement that: HAPPY 10th BIRTHDAY! P A R E N T P A R T N E R S H I P S E R V I C E WOLVERHAMPTON PARENT PARTNERSHIP SERVICE (WPPS) WORKS WITH PARENTS AND CARERS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS AND PROFESSIONALS TO MEET PUPILS

More information

PUPIL PREMIUM REVIEW

PUPIL PREMIUM REVIEW PUPIL PREMIUM REVIEW 2015-2016 Pupil Premium Review 2015/2016 Ambition The school aims to provide pupils with a consistently good quality of provision for all pupils. We aim to maximise the progress of

More information

AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES

AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES AUGUST 2001 Contents Sources 2 The White Paper Learning to Succeed 3 The Learning and Skills Council Prospectus 5 Post-16 Funding

More information

Level 3 Diploma in Health and Social Care (QCF)

Level 3 Diploma in Health and Social Care (QCF) Level 3 Diploma in Health and Social Care (QCF) The purpose of this FAQ Level 3 Diploma in Health and Social Care (QCF) is to guide and assess the development of knowledge and skills relating to the health

More information

Lismore Comprehensive School

Lismore Comprehensive School Lismore Comprehensive School Caring and Learning Together Examinations Policy Policy for External Examinations As a school we in Lismore want our pupils to leave with relevant qualifications in preparation

More information

This Access Agreement is for only, to align with the WPSA and in light of the Browne Review.

This Access Agreement is for only, to align with the WPSA and in light of the Browne Review. University of Essex Access Agreement 2011-12 The University of Essex Access Agreement has been updated in October 2010 to include new tuition fee and bursary provision for 2011 entry and account for the

More information

Woodlands Primary School. Policy for the Education of Children in Care

Woodlands Primary School. Policy for the Education of Children in Care Woodlands Primary School Policy for the Education of Children in Care Written by Rita Tarrant-Blick Ratified by Governors Summer 2017 Date for Review Summer 2020 Signed Chair of Governors Signed Headteacher

More information

Dyslexia and Dyscalculia Screeners Digital. Guidance and Information for Teachers

Dyslexia and Dyscalculia Screeners Digital. Guidance and Information for Teachers Dyslexia and Dyscalculia Screeners Digital Guidance and Information for Teachers Digital Tests from GL Assessment For fully comprehensive information about using digital tests from GL Assessment, please

More information

UNESCO Bangkok Asia-Pacific Programme of Education for All. Embracing Diversity: Toolkit for Creating Inclusive Learning-Friendly Environments

UNESCO Bangkok Asia-Pacific Programme of Education for All. Embracing Diversity: Toolkit for Creating Inclusive Learning-Friendly Environments UNESCO Bangkok Asia-Pacific Programme of Education for All Embracing Diversity: Toolkit for Creating Inclusive Learning-Friendly Environments UNESCO / O. Saltbones Introduction... Education systems must

More information

Oasis Academy Coulsdon

Oasis Academy Coulsdon School report Oasis Academy Coulsdon Homefield Road, Old Coulsdon, Croydon, CR5 1ES Inspection dates 4-5 March 2015 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2 Leadership

More information

Training Evaluation and Impact Framework 2017/19

Training Evaluation and Impact Framework 2017/19 Gloucestershire Safeguarding Children Board [Type the document subtitle] Training Evaluation and Impact Framework 2017/19 January 2017 There should be a culture of continuous learning and improvement across

More information

L.E.A.P. Learning Enrichment & Achievement Program

L.E.A.P. Learning Enrichment & Achievement Program L.E.A.P. Learning Enrichment & Achievement Program 2016-2017 GRACE Christian School 801 Buck Jones Road (TK-6) 1101 Buck Jones Road (7-12) Raleigh, NC 27606 919-747-2020 Learning Enrichment & Achievement

More information

Quality assurance of Authority-registered subjects and short courses

Quality assurance of Authority-registered subjects and short courses Quality assurance of Authority-registered subjects and short courses 170133 The State of Queensland () 2017 PO Box 307 Spring Hill QLD 4004 Australia 154 Melbourne Street, South Brisbane Phone: (07) 3864

More information

Eastbury Primary School

Eastbury Primary School Eastbury Primary School Dawson Avenue, Barking, IG11 9QQ Inspection dates 26 27 September 2012 Overall effectiveness Previous inspection: Satisfactory 3 This inspection: Requires improvement 3 Achievement

More information

This Access Agreement is for only, to align with the WPSA and in light of the Browne Review.

This Access Agreement is for only, to align with the WPSA and in light of the Browne Review. University of Essex Access Agreement 2011-12 The University of Essex Access Agreement has been updated in October 2010 to include new tuition fee and bursary provision for 2011 entry and account for the

More information

Specialists in Child and Adolescent Psychiatry

Specialists in Child and Adolescent Psychiatry A Competency Based Curriculum for Specialist Training in Psychiatry Specialists in Child and Adolescent Psychiatry Royal College of Psychiatrists Approved 14 May 2013 (update approved 2 October 2014, revised

More information

Newlands Girls School

Newlands Girls School School report Newlands Girls School Farm Road, Maidenhead, Berkshire, SL6 5JB Inspection dates 02-03 October 2012 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2 Achievement of

More information

PAPILLON HOUSE SCHOOL Making a difference for children with autism. Job Description. Supervised by: Band 7 Speech and Language Therapist

PAPILLON HOUSE SCHOOL Making a difference for children with autism. Job Description. Supervised by: Band 7 Speech and Language Therapist PAPILLON HOUSE SCHOOL Making a difference for children with autism Job Description Post Title: Speech and Language Therapist Band / Grade: Band 6 equivalent Hours: Full time / Part time Location: Papillon

More information

Personal Tutoring at Staffordshire University

Personal Tutoring at Staffordshire University Personal Tutoring at Staffordshire University Staff Guidelines 1 Contents Introduction 3 Staff Development for Personal Tutors 3 Roles and responsibilities of personal tutors 3 Frequency of meetings 4

More information

Putnoe Primary School

Putnoe Primary School School report Putnoe Primary School Church Lane, Bedford, MK41 0DH Inspection dates 20 21 May 2015 Overall effectiveness Previous inspection: Outstanding 1 This inspection: Good 2 Leadership and management

More information

Teacher of Art & Design (Maternity Cover)

Teacher of Art & Design (Maternity Cover) Teacher of Art & Design (Maternity Cover) Closing date: Monday 27th November 2017 Application Pack Click for Website Furze Platt Road, Maidenhead, Berkshire SL6 7NQ Email: office@furzeplatt.com Website:

More information

Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016

Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016 1 Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016 Context for the development and purpose of the framework The Learning and Development Committees for Newcastle Safeguarding

More information

Health and well-being in Scottish schools and how Jigsaw can contribute

Health and well-being in Scottish schools and how Jigsaw can contribute Health and well-being in Scottish schools and how Jigsaw can contribute Principles and Practice Curriculum for Excellence, the Scottish national curriculum, plays an important role in promoting the health

More information

Denbigh School. Sex Education and Relationship Policy

Denbigh School. Sex Education and Relationship Policy Denbigh School Sex Education and Relationship Policy 2014 2017 This policy was developed in response to Sex and Relationship Education (SRE) Guidance DfES 2000, the National Teenage Pregnancy Strategy

More information

PROGRAM REQUIREMENTS FOR RESIDENCY EDUCATION IN DEVELOPMENTAL-BEHAVIORAL PEDIATRICS

PROGRAM REQUIREMENTS FOR RESIDENCY EDUCATION IN DEVELOPMENTAL-BEHAVIORAL PEDIATRICS In addition to complying with the Program Requirements for Residency Education in the Subspecialties of Pediatrics, programs in developmental-behavioral pediatrics also must comply with the following requirements,

More information

Initial teacher training in vocational subjects

Initial teacher training in vocational subjects Initial teacher training in vocational subjects This report looks at the quality of initial teacher training in vocational subjects. Based on visits to the 14 providers that undertake this training, it

More information

Attach Photo. Nationality. Race. Religion

Attach Photo. Nationality. Race. Religion Attach Photo (FOUR copies of recent passport-sized photos) PC S/N C/N Class F/W For Office Use Date of Registration (dd/mm/yy) Year of Admission Programme - Primary 1 2 3 4 5 6 (circle the programme the

More information

The Curriculum in Primary Schools

The Curriculum in Primary Schools The Curriculum in Primary Schools Seminar on findings from Curriculum Implementation Evaluation, DES Inspectorate Primary Curriculum Review, Phase 1, NCCA May 11 th 2005 Planning the curriculum whole school

More information

Practice Learning Handbook

Practice Learning Handbook Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social

More information

No Parent Left Behind

No Parent Left Behind No Parent Left Behind Navigating the Special Education Universe SUSAN M. BREFACH, Ed.D. Page i Introduction How To Know If This Book Is For You Parents have become so convinced that educators know what

More information

THE BANOVALLUM SCHOOL

THE BANOVALLUM SCHOOL THE BANOVALLUM SCHOOL SPECIAL EDUCATIONAL NEEDS AND DISABILITIES POLICY Review date: September 2016 Next Review: September 2017 1 Aims of the Policy At Banovallum School we believe the following to be

More information

Tuesday 24th January Mr N Holmes Principal. Mr G Hughes Vice Principal (Curriculum) Mr P Galloway Vice Principal (Key Stage 3)

Tuesday 24th January Mr N Holmes Principal. Mr G Hughes Vice Principal (Curriculum) Mr P Galloway Vice Principal (Key Stage 3) Y9 PATHWAYS 2017 Tuesday 24th January 2017 Mr N Holmes Principal Mr G Hughes Vice Principal (Curriculum) Mr P Galloway Vice Principal (Key Stage 3) PATHWAYS 2017 80% 71% 5+ A*-C Grades (inc English & Maths)

More information

29 th April Mrs Diana Dryland Headteacher Bursted Wood Primary School Swanbridge Road Bexley Heath Kent DA7 5BS

29 th April Mrs Diana Dryland Headteacher Bursted Wood Primary School Swanbridge Road Bexley Heath Kent DA7 5BS 29 th April 2016 Mrs Diana Dryland Headteacher Bursted Wood Primary School Swanbridge Road Bexley Heath Kent DA7 5BS Assessment Date: 19 th & 20 th April 2016 Summary Bursted Wood Primary School is very

More information

Coping with Crisis Helping Children With Special Needs

Coping with Crisis Helping Children With Special Needs Traumatic Loss Coalitions for Youth Phone: 732-235-2810 Fax: 732-235-9861 http://ubhc.rutgers.edu/tlc Coping with Crisis Helping Children With Special Needs Tips for School Personnel and Parents * National

More information

Programme Specification. MSc in International Real Estate

Programme Specification. MSc in International Real Estate Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained

More information

Exam Centre Contingency and Adverse Effects Policy

Exam Centre Contingency and Adverse Effects Policy Exam Centre Contingency and Adverse Effects Policy Contents 1. Aims of the Joint Contingency Plan 2. Communications 3. Background and ownership 4. Disruption of teaching time centre is closed for an extended

More information

Every curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field.

Every curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field. 1. WE BELIEVE We believe a successful Teaching and Learning Policy enables all children to be effective learners; to have the confidence to take responsibility for their own learning; understand what it

More information

Plans for Pupil Premium Spending

Plans for Pupil Premium Spending Plans for Pupil Premium Spending September 2016 August 2017 Impact of Pupil Premium September 2015 August 2016 Mission Statement All Saints Multi Academy Trust, Birmingham God s Love in Action Our children

More information

PARENTS / CARERS GUIDE 2012/13

PARENTS / CARERS GUIDE 2012/13 PARENTS / CARERS GUIDE 2012/13 Working Together Student Details We are firmly committed to providing equal opportunities for everyone at the College. We believe that everyone in the college community has

More information

Practice Learning Handbook

Practice Learning Handbook Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social

More information

Post-intervention multi-informant survey on knowledge, attitudes and practices (KAP) on disability and inclusive education

Post-intervention multi-informant survey on knowledge, attitudes and practices (KAP) on disability and inclusive education Leonard Cheshire Disability and Inclusive Development Centre University College London Promoting the provision of inclusive primary education for children with disabilities in Mashonaland, West Province,

More information

Curriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference.

Curriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference. Curriculum Policy Independent Boarding and Day School for Boys and Girls Royal Hospital School November 2017 ISI reference Key author Reviewing body Approval body Approval frequency 2a Director of Curriculum,

More information

Glenn County Special Education Local Plan Area. SELPA Agreement

Glenn County Special Education Local Plan Area. SELPA Agreement Page 1 of 10 Educational Mental Health Related Services, A Tiered Approach Draft Final March 21, 2012 Introduction Until 6-30-10, special education students with severe socio-emotional problems who did

More information

Sixth Form Admissions Procedure

Sixth Form Admissions Procedure University of Birmingham School Sixth Form Admissions Procedure September 2018 University of Birmingham School Sixth Form Admission Procedures Review Frequency Review date Governing Committee Approved

More information

This has improved to above national from 95.1 % in 2013 to 96.83% in 2016 Attainment

This has improved to above national from 95.1 % in 2013 to 96.83% in 2016 Attainment Rathfern Primary School Pupil Premium 2016-2017 Where everyone learns to learn School Aim: To increase the progress, attainment and well-being of all children, even if they are already performing at or

More information

Evaluation of pupil premium grant expenditure 2015/16 Review Date: 16th July 2016

Evaluation of pupil premium grant expenditure 2015/16 Review Date: 16th July 2016 Evaluation of pupil premium grant expenditure 2015/16 Review Date: 16th July 2016 Overview of the school Number of pupils and pupil premium grant (PPG) received Total number of pupils on roll 689 Total

More information

BILD Physical Intervention Training Accreditation Scheme

BILD Physical Intervention Training Accreditation Scheme BILD Physical Intervention Training Accreditation Scheme The BILD Physical Intervention Training Accreditation Scheme (PITAS) has long been seen as an indicator of quality and good practice for those providing

More information

PE SPORT FUNDING AT IVY LANE SCHOOL September 2016 July 2017 A grant of 9,335 received EFFECTIVE USE OF FUNDING

PE SPORT FUNDING AT IVY LANE SCHOOL September 2016 July 2017 A grant of 9,335 received EFFECTIVE USE OF FUNDING PE SPORT FUNDING AT IVY LANE SCHOOL September 2016 July 2017 A grant of 9,335 received AREA OF FOCUS (Including the 7 key factors to be assess by Ofsted) INCREASED PARTICIPATION CURRICULUM Skill development

More information

Post-16 transport to education and training. Statutory guidance for local authorities

Post-16 transport to education and training. Statutory guidance for local authorities Post-16 transport to education and training Statutory guidance for local authorities February 2014 Contents Summary 3 Key points 4 The policy landscape 4 Extent and coverage of the 16-18 transport duty

More information

Archdiocese of Birmingham

Archdiocese of Birmingham Archdiocese of Birmingham INSPECTION REPORT THE GIFFARD CATHOLIC PRIMARY SCHOOL WOLVERHAMPTON Inspection dates 25 th -26 th June 2013 Reporting Inspector Paul Nutt Inspection carried out under Section

More information

or by at:

or by  at: A Parent s Guide to Primary School Admissions in Bracknell Forest for children starting at a primary or an infant school in the school year starting September 2017 and those children applying for a junior

More information

HARPER ADAMS UNIVERSITY Programme Specification

HARPER ADAMS UNIVERSITY Programme Specification HARPER ADAMS UNIVERSITY Programme Specification 1 Awarding Institution: Harper Adams University 2 Teaching Institution: Askham Bryan College 3 Course Accredited by: Not Applicable 4 Final Award and Level:

More information

. Town of birth. Nationality. address)

. Town of birth. Nationality. address) ACTING BA (HONS) IN ACTING / FOUNDATION COURSE IN ACTING APPLICATION FOR ENTRY IN SEPTEMBER 2018 PLEASE COMPLETE ALL SECTIONS OF THIS APPLICATION FORM AND RETURN IT WITH THE REGISTRATION FEE Please tick

More information

VTCT Level 3 Award in Education and Training

VTCT Level 3 Award in Education and Training VTCT Level 3 Award in Education and Training Operational start date: 1st April 2014 Credit value: 12 Total Qualification Time (TQT): 120 Guided learning hours (GLH): 48 Qualification number: 601/2758/2

More information

Your Guide to. Whole-School REFORM PIVOT PLAN. Strengthening Schools, Families & Communities

Your Guide to. Whole-School REFORM PIVOT PLAN. Strengthening Schools, Families & Communities Your Guide to Whole-School REFORM PIVOT PLAN Strengthening Schools, Families & Communities Why a Pivot Plan? In order to tailor our model of Whole-School Reform to recent changes seen at the federal level

More information

Higher education is becoming a major driver of economic competitiveness

Higher education is becoming a major driver of economic competitiveness Executive Summary Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. The imperative for countries to improve employment skills calls

More information

PSYC 620, Section 001: Traineeship in School Psychology Fall 2016

PSYC 620, Section 001: Traineeship in School Psychology Fall 2016 PSYC 620, Section 001: Traineeship in School Psychology Fall 2016 Instructor: Gary Alderman Office Location: Kinard 110B Office Hours: Mon: 11:45-3:30; Tues: 10:30-12:30 Email: aldermang@winthrop.edu Phone:

More information

Application for Admission to Postgraduate Studies

Application for Admission to Postgraduate Studies Ref A Application for Admission to Postgraduate Studies Please read the attached notes before completing the application form Section A Personal Details (Please see notes) Surname / Family name Email Mr

More information

CORE CURRICULUM FOR REIKI

CORE CURRICULUM FOR REIKI CORE CURRICULUM FOR REIKI Published July 2017 by The Complementary and Natural Healthcare Council (CNHC) copyright CNHC Contents Introduction... page 3 Overall aims of the course... page 3 Learning outcomes

More information

Early Warning System Implementation Guide

Early Warning System Implementation Guide Linking Research and Resources for Better High Schools betterhighschools.org September 2010 Early Warning System Implementation Guide For use with the National High School Center s Early Warning System

More information